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Favorite Books for Teaching Reader's Workshop
Favorite Book List with Links
Reading Comprehension Titles
- 7 Keys to Comprehension
- Guiding Readers and Writers Grades 3-6
- Interactive Read Alouds Grades K-1
- Knee to Knee Eye to Eye
- Mosaics of Thought
- Revisit, Reflect, Retell
- Strategies that Work
- Teaching Comprehending and Fluency
- Teaching Comprehension Strategies All Readers Need
- Teaching for Comprehending and Fluency
- The Comprehension Toolkit Grades 3-6
- Toolkit Texts Grades 2-3
Check all forms of reading implemented regulary in your classroom
Blog Archive
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2007
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August
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- Teacher Made Reader's Workshop Materials
- Materials and Organization: Questions, Ideas, and ...
- Changes for the Future
- Chapter 11 Synthesizing Information
- Chapter 10: Determining Importance in Nonfiction
- Chapter 9: Asking Questions
- Chapter 8: Inferring
- Chapter 7: Digging Deeper
- Chapter 6: Creating Mental Images
- Chapter 5: Schema
- Chapter 4: Settling In
- Chapter 3: Reader's Workshop-Real Reading from the...
- Chapter 2 "In September"
- Chapter 1: Guided Principles
- Reading for Meaning by Debbie Miller, Book Study
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August
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3 comments:
I'm surprised and pleased to find out, reader's workshop is intended to focus on comprehension, not phonics. I have been trying to balance both with my students (especially when I conference) and I have been running out of time. I try to talk to 4 students a day during my conference time.
I like the idea of showing the students all the kinds of reading I do on my own time. I think it would truely surprise them to know that I practice what I teach (although, the only magazines I have time for are Cosmo and Glamour-which I don't think they need to have any knowledge of yet). In grade school I had a teacher who would whip out her book during DEAR times and read along with us. I think that is a good example to set.
Schema...it's time for me to introduce this concept. We talk a lot about making connections but not really schema. Right now their connections are broad and don't go very deep. We'll have plenty of time for that later!
I am also super duper thrilled that the reader's workshop focuses primarily on comprehension. I am trying to do the mini-lessons on a comprehension skill. When I confrence is when I might spend a little bit of time with students who have similar phonic type needs. Since I have started writers workshop too I don't have any additional time in the day to do it so we do a brief little talk. I also bust out a book during DEAR time every so often and the kids enjoy seeing me read and read with me. I am about to venture off into the first comprehension skill that I am going to do which is mental images.
I also did a confrence with three students and we practiced using a toolkit and how to figure out words that we don't know. I am thinking about trying to focus my confrences on small groups of 3/4 students and meet with them for a couple of days before I switch groups again.
I never feel like there's enough time during guided reading to go into each type of comprehension strategy in detail. By teaching comprehension strategies whole group, students are exposed to a higher level of text and supported while learning the strategy. By modeling, providing guided practice, and lots of independent practice, students will begin using all of these strategies as they read. I never have enough time to at the end of the year to talk about the types of books that each strategy works best with. For example, making connnections/schema is better with fiction. I have tried to make that point this year. As one of our reader's workshop activities, we seperated some books into fiction and nonfiction piles.
I don't always get to share at the end. 45 minutes is such a short time for reader's workshop. I do always conference with several students and include small groups in this conference time. I want to do more with think alouds. I think that it would really benefit students to hear the process that we do automatically. Some students don't realize that they have many of the skills to read already. My favorite thing about sharing at the end is mentioning strategies that students have learned. I say things like ________'s strategy. I fill in the blank with a student's name.
My class has VERY broad connections. We're also working on what was the story mainly about before we make the connection.
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